Grammar Through Movies

Improving Your Grammar Through Movies

by Jazmine Gonzalez

Table of Contents 1. About the Author

1

2. Parts of Speech

2­4

3. Pronouns/Verbs

4­6

4. Adjectives/Adverbs

7­9

5. Conjunctions/Prepositions

10

6. Interjections/Transitions/Associated Terms

11­14

7. Quiz #1

15

8. Phrases and Clauses

16­18

9. Quiz #2

19

10. Sentence parts/types/patterns/errors

20­24

11. Paragraphs (introductions, body, and conclusions)

25­27

12. Essays (types/strategies)

28­30

13. Punctuation/Capitalization/Confused Words

30­36

14. Quiz #3

37

15. Glossary

38

16. Works Cited

39

About the Author

Jazmine Gonzalez is an average student with no free time because of this book. She was given this as an assignment for school and needed to pass, so did her best. She is in her junior year and is always stressed about all of her classes, as well as this one. She tries her best for his book, so please do not judge it. She didn't despise the assignment, as it taught her how to use grammar correctly, so she's glad about that.

Section 1 Parts of Speech 1. All 8 parts a. Nouns i. Types 1. Common Nouns: name a class of people, places, things, or idea: swamp, set, cast 2. Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized): Shrek, Fiona, 3. Compound Nouns: consist of words used together to form a single noun: desktop, mountaintop, castletop 4. Concrete Nouns: refer to material things, to people, or to places: castle, onion, house 5. Abstract Nouns: name ideas, quality, emotions or attitudes: ambition, anger, loneliness ii. Identifiers 1. Noun endings: rudeness, attitude, sinister, emotion, moment, ivory, pessimism, annoyance, volunteer, pessimist, manhood, unity, nature 2. Following a noun marker: a, all, an, both, each, every, her, his, my, our, several, some, that, their, these, this, those, one, two, three, etc

3. Plural form: actors, casts 4. Possessive form: director’s, camera’s 5. Following a preposition: The camera loudly fell onto the floor. iii. Functions 1. Subject a. In Shrek, donkey quickly ran away from the dragon. b. In the kid’s movie, Shrek, Shrek’s companion, donkey, quickly ran away from the fire­breathing dragon.

2. Direct Object a. Shrek rapidly flung chairs at many people. b. Shrek flung chairs angrily at the many people attacking him.

3. Indirect Object a. Shrek didn’t give a kiss to princess Fiona. b. Shrek didn’t give a kiss to princess Fiona when he found her sleeping in the castle.

4. Adverbial Object a. Shrek traveled day and night to find princess Fiona. b. Shrek traveled day and night to find princess Fiona so she could marry Lord Farquaad and Shrek could finally get his swamp back.

5. Object of the Preposition a. The dragon had to fly through the church window. b. The dragon had to quickly fly through the church window in order to eat Lord Farquaad and stop the marriage.

6. Subject Complement a. Shrek was very happy when he married Fiona. b. Shrek was extremely overjoyed when he married princess Fiona and got his swamp back.

7. Object Complement a. The villagers didn’t elect Lord Farquaad king, but they had no choice.

b. The poor villagers didn’t elect Lord Farquaad king, but they had no choice because he was a tyrant whom they feared.

8. Appositives a. Shrek, an ogre, scared all the villagers. b. Shrek, an ogre, scared all the villagers at the start of the movie because of his exterior appearance.

9. Adjectival a. Shrek and donkey argued while walking through a sunflower field. b. Shrek and donkey stubbornly argued about Shrek’s attitude while walking through a sunflower field.

10. Noun in Direct Address a. Donkey, why do you put up with Shrek? b. Donkey, why do you willingly put up with Shrek’s abuse?

11. Object of the Gerund a. Marrying the royal princess made Shrek feel content. b. Lovingly marrying the royal princess made Shrek feel unusual happiness.

12. Object of the Participle a. After the fighting match between Shrek and the guards, Shrek went to find to find Fiona. b. After the forced fighting match between Shrek and the guards, Shrek hurriedly went on the challenging quest to find Fiona for Lord Farquaad.

13. Object of the Infinitive a. Lord Farquaad wanted to torture gingy. b. Lord Farquaad wanted to cruelly torture gingy in order to obtain information he wanted.

a. Pronouns i. Personal

1. Shrek decided he was going to fight for Fiona until he got her back.

2. Shrek decided he was going to dedicatedly fight for Fiona to marry him until she agreed to it. ii. Relative: 1. Once in that castle, Shrek wasn’t sure who those bones on the floor belonged to.

2. Once in that dangerous castle, Shrek wasn’t slightly sure of who those bones on the dirty floor belonged to. iii. Interrogative 1. Shrek would’ve undoubtedly done whatever it took to get his swamp back.

2. Shrek would’ve undoubtedly done whatever it took to get his swamp back from the fairy tale creatures. iv. Reflective 1. Shrek put himself in danger for his swap.

2. Shrek bravely put himself on great danger all so he could get his swamp back. v. Demonstrative 1. Lord Farquaad was so desperate for a wife, he had to look at that magic mirror for help.

2. Lord Farquaad was desperate for a wife and had a magical mirror, so he asked that mirror for help to find a wife. vi. Indefinite 1. Shrek hated everyone and refused to let anyone in his swamp.

2. Shrek very much hated everyone and always refused to let anyone enter his private swamp. b. Verbs i. Endings: produced, acts, directing ii. Tense: film simple past: filmed

present: film

past: filmed

present perfect: have filmed

past perfect: had filmed

present progressive: are filming

past progressive: were filming

present perfect progressive:

have been filming simple progressive: film

future: film

future perfect: will have filmed i. Forms 1. to be: act a. to be acting b. am acting c. was acting 2. to do: produce a. did produce b. does produce c. done producing 3. to have: direct a. had directed b. has directed c. have directed ii. Types 1. auxiliary verbs (helping verbs): does, haven’t, is 2. linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence): is, went, am 3. lexical verbs (main verbs): arrive, see, walk 4. dynamic verbs (indicate action): play, melt, hit 5. stative verbs (describe a condition): feels, has, see 6. finitive verbs (indicate tense): has, did, saw 7. nonfinitive verbs (infinitives or participles): been, want, get 8. regular verbs (weak verbs): shared, wanted, scared 9. irregular verbs (strong verbs): went, ran, thought 10. transitive verbs (verbs followed by a direct object): kick, paint, eat 11. intransitive verbs (verbs that do not take direct object): arrived, lie, sneezes iii. Voice 1. active: ​ the subject is doing the acting

a. Shrek rescued the princess.

2. passive: ​ the subject of the sentence is acted on by the verb a. The princess was saved by the ogre, Shrek. iv. Verbals 1. Gerund: ​ word ending in “ing” used as a noun 2. Participle: ​ word ending in “ing” or “ed” used as an adjective 3. Infinitive: ​ verbs preceded by the word “to” used as nouns, adjectives, or adverbs​ .

IV. Adjectives 1. Kinds a. Demonstrative i. that film ii. those actors iii. this director b. Common i. Expensive sets ii. Funny cast iii. Talented director c. Proper i. Hollywood ii. French (films) iii. Californian (directors) 2. Endings a. ­able: understandable b. ­ible: audible c. ­al: inspirational d. ­tial: influential e. ­tic: fantastic f. ­ly: silly g. ­ful: meaningful h. ­ous: ominous

i. ­tive:imaginative j. ­less: talentless k. ­ish: childish l. ­ulent: opulent m. ­ing: entertaining 3. Conversions a. directed­ directable b. entertainment­ entertaining c. originally­ original 4. Articles: An article is a word that describes and is front of a noun. Articles are used in front of a countable singular noun. a. the producer b. a casting director c. an amazing set design 5. Comparatives/Superlatives­ A comparative is used to compare two or more things, and a superlative is used to compare three or more things. a. talented, more talented, most talented b. equipped, mor equipped, most equipped c. funny, funnier, funniest

V. Adverbs 1. Endings a. ­ly: animatedly b. ­wards: upwards c. ­wise: lengthwise 2. Conversions a. meaningful­ meaningfully b. inspirational­ inspirationally c. influential­ influentially 3. Types v adv a. manner­ directed passionately

adv

v

a. frequency­ inspirationally acted adv

adj

a. degree­ quite talented v

adv

a. place­ filmed everywhere v

adv

a. time­ wrapped it up yesterday 2. Intensifiers a. obviously passionate b. completely interesting film c. sort of expensive equipment 3. Comparatives/Superlatives: A comparative is used when comparing 2 or more things (adv) and superlatives is used when comparing 3 or more things (adv). a. passionately, more passionately, most passionately b. lively, livelier, liveliest 4. Example Types: a. Manner

n

v

adv

i. The producer gathered the cast quickly. n

v

adv

adv

v

i. The producer gathered the cast quickly because he was extremely excited to start his first film. b. Time i. The movie crew excitedly wrapped up filming yesterday. ii. The movie crew finally, yet excitedly wrapped up the filming of their new movie yesterday. c. Place i. The movie crew filmed everywhere they could. ii. The new movie crew happily filmed everywhere they could think that would be best for the cinema. d. Degree i. The young actors were quite talented.

ii. The young actors in the newly released film were surprisingly quite talented. e. Frequency i. The makeup artist professionally applied makeup onto the actor. ii. The experienced makeup artist professionally applied beautiful makeup onto the actor before they went on camera.

VI. Conjunctions 1. Coordinating: a conjunction placed between words, phrases, clauses, or sentences. a. The talented director needed to find an actor for the main male role or an actress for the main female role, but was really struggling to find either, so he just settled for the best he could find. b. It was necessary for the talented director to find an actor or actress for the main role in his upcoming movie, but he was really struggling to find either, so he just quietly settled for the next best he could find and worked with what he had.

2. Correlative: pairs of conjunctions that link words, phrases, or clauses a. The director really wasn’t sure whether or not to get the expensive prop, so he just decided to leave it up to the producer. b. The director really wasn’t quite sure whether or not to get the expensive, yet necessary prop, so he just decided to leave the decision up to the producer.

3. Subordinate: conjunction that connects two unequal parts a. The pouty actor quickly went on protest from acting in the movie after he found out he was getting paid less than others. b. The main actor quickly went on protest from acting well in the movie after he nosily found out that he was getting paid less than other, less “important” actors in the movie.

4. Relative Pronouns: used to connect a clause or phrase to a noun or pronoun a. The hardworking actor who forgot most of her lines might finally be let go.

b. The new hardworking who forgot most of her lines might finally be fired because of her really poor performance since she started.

VII. Prepositions 1. On a movie set, actors have to act ​ according to​ the director, but sometimes occasionally go ​ beyond​ what they were told instead of strictly following what the director said.

2. Despite​ the cheesiness of the movie, Mean Girls, many are not against it, ​ but​ instead, ​ on behalf of​ the movie, defend it.

3. In order for a camera and microphone to work successfully on a movie set, the equipment has to climb ​ on top of​ things, ​ underneath​ sets, and ​ between​ weird objects.

VIII. Interjections­ 1. A​ : aha, ahem, ahh, ahoy, alas, arg, aw B​ : bam, bingo, blah, boo, bravo, brrr C​ : cheers, congratulations D​ : dang, drat, darn, duh E​ : eek, eh, encore, eureka F​ : fiddlesticks G​ : gadzooks, gee, gee whiz, golly, goodbye, goodness, good grief, gosh H​ : ha­ha, hallelujah, hello, hey, hmm, holy buckets, holy cow, holy smokes, hot dog, huh?, humph, hurray O​ : oh, oh dear, oh my, oh well, oops, ouch, ow P​ : phew, phooey, pooh, pow R​ : rats S​ : shh, shoo T​ : thanks, there, tut­tut U​ : uh­huh, uh­oh, ugh W​ : wahoo, well, whoa, whoops, wow Y​ : yeah, yes, yikes, yippee, yo, yuck

1. At the end of the new actress’ first scene everyone happily shouted, “​ Bravo​ ,” because she did so well, and she also got plenty of ​ cheers​ and ​ congratulations​ .

2. Once the movie finished its first ever screening, the cord immediately wanted an encore and started ​ cheering,​ “​ yipee​ ” loudly.

3. After the encore of the new movie screening, the director and cast had to excitedly say hello​ to the audience and ​ thanks​ for them showing up.

1. Antecedents: noun preceding a personal pronoun a. Steven Spielberg­ he

2. Complements: Complements: a noun and verb that also has a matching adjective b. The director has been obsessively addicted to movies since he was a young boy.

3. Objects: c. Direct: noun or pronoun that receives the action of a verb in a sentence i. The producer quickly arranged the set for the production of the new movie. d. Indirect: indirect: tells to whom or for whom something is done i. The construction workers on site built more details on the set, since the movie was going to be filmed soon.

4. Modifiers: e. A word or group of words that describes or limits a verb, noun, adjective, or adverb i. The successful director made the movie so great, it was expected to be widely successful.

5. Transitions: Transitions of Logic

Milder

Stronger

Addition

a further x and and then then

further furthermore moreover in addition

also too next another other nor

additionally besides again equally important first, second finally, last

Comparison

just as ... so too a similar x another x like

similarly comparable in the same way likewise

Contrast

but yet and yet still otherwise or though but another rather

however still nevertheless on the other hand on the contrary even so notwithstanding for all that in contrast alternatively at the same time though this may be otherwise instead nonetheless conversely

Time

then now soon afterward later shortly earlier recently

meanwhile at length presently at last finally immediately thereafter at that time

first, second, third next before after today tomorrow

subsequently eventually currently in the meantime in the past in the future

Purpose

to do this so that

to this end with this object for this purpose for that reason because of this x

Place

there here beyond nearby next to

at that point opposite to adjacent to on the other side in the front in the back

Result

so and so then

hence therefore accordingly consequently thus thereupon as a result in consequence

Example

that is specifically in particular for one thing

for example for instance an instance of this this can be seen in

Summary and Emphasis

in sum generally after all by the way

in short on the whole as I said in other words

in general incidentally naturally I hope at least it seems in brief I suppose

to be sure in fact indeed clearly of course anyway remarkably I think assuredly definitely without doubt for all that on the whole in any event importantly certainly

6. Expletives: a word or phrase used to fill out a sentence or a line of verse without adding to the sense a. It is the director of a movie, who successfully maintains the discipline around the set.

7. Agreements: b. Subject­Verb:Subjects and verbs must agree with one another in number c. . Noun­ Pronoun: Pronouns must agree with antecedents for person, number, or gender. ii. The actors wanted to quickly take a break after they were worked harder than they were used to.

Quiz #1 Matching 1. demonstrative adjectives

a. manner, frequency, degree, place, time

2. forms of “to do”

b.under, above, in front of

3. types of adverbs

c. past, present, future, simple past

4. prepositions

d. did, does, done

5. verb tenses

e. that, those, this

6. types of nouns

f. personal, relative, interrogative

7. types of pronouns

g. common, proper, compound

8. functions

h. subject, direct object, appositives

9. conjunctions

i. ly, wards, wise

10. adverbial endings

j. coordinating, correlative, subordinate

Phrases 1. Prepositional n

adv v prep. adj

a. Movies are usually filmed at perfect locations. n

adv

v

prep.

adj

adj

a. Movies are frequently filmed at locations that are perfect for that specific movie.

2. Appositive N

adv

adj

adv adj

a. Steven Spielberg, ​ a very well known movie director​ , has made many great movies.

N

adv

adj

a. Steven Spielberg, ​ a highly well known movie director and producer​ , has made adv adj

adj

a. many great, well­known movies.

2. Verbal a. Gerund N

adv

adj

i. Producers must really enjoy coordinating, since they are involved in all aspects when making the movie.

N

adv

adv

i. Producers must really enjoy coordinating and must be very organized, adv

adj

adj

i. since they are heavily involved in all aspects of the making of the new movie. b. Participle adj

adv

adj part.

i. The movie crew had to quickly go to the specific filming location. adj

adj

adv

adj

i. The movie crew for the horror movie had to quickly go to the specific

part. i. filming location before everyone else, so they had time to set up. b. Infinitive adj N adv i. The main actors really needed to commit to their roles.

adj N

adv

i. It was necessary for the main actors to commit to their roles realistically in adj order for the movie to be successful.

Clauses 1. Independent: a sentence​ that contains a subject and verb and expresses a complete thought that can stand on its own N

adj

a. Hero was devastated when he realized Tadashi died.

N

adv

adj

adj

a. Hero was completely devastated when he saw the giant building blow up and kill Tadashi.

2. Subordinate: a clause that starts with a subordinate conjunction, and forms part of an independent clause, and is dependent on it.

3.

4. a. Noun: Used as a noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of preposition, an indirect object, or an appositive. sub. conj. N

adj

adv

i. That Hiro was depressed​ was made really evident to his aunt. sub. conj. N

adv adj

i. That Hiro was seriously depressed ​ was made evident to his aunt and his new friends. b. Adjective: Used to modify a noun in an independent clause.

adj

sub. conj.

adv

i. This is the caring robot ​ that Tadashi impressively created​ . adv

adj

​ sub. conj.

adv

i. This is the helpfully caring robot ​ that Tadashi impressively created​ before he died. b. Adverb Clause: Used to modify verbs, adjectives and adverbs in an independent clause, introduced by a subordinating conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession. sub. conj.

N adv

i. When the building caught fire​ , Tadashi quickly ran inside. sub. conj. adj

N

adv

i. When the giant building caught fire​ , Tadashi quickly ran inside to save his professor. b. Relative Clauses: Dependent clause that begins with a relative pronoun.

N sub. conj. adv i. The student ​ who impressively wins the competition​ is able to be admitted adj i. into the advanced school. adv adj

adv

i. The most creative student ​ who impressively wins the competition​ is able adj

adj

i. to be admitted into the competitive and advanced school. b. Elliptical Clauses: Adverb Clauses in which part of the clause is omitted. sub. conj.

N

adv

adj

i. When building​ , Hiro carefully made sure to make the best robot he could. sub. conj.

N

adj

adj

i. When building​ , Hiro made sure to carefully invent the best robot he could for the competition. b. Essential Clauses: Clauses necessary to the meaning of the sentence.

N

sub. conj.

adv

i. The invention ​ that won the competition​ were the microbots, impressively created by Hiro. adj

N

sub. conj

i. The impressive invention ​ that won the competition​ were the microbots, adj i. creatively created by Hiro. b. Nonessential Clauses: Clauses that are not necessary to the meaning of the sentence. adj

sub. conj.

i. The robot fighting competitions, ​ which were illegal​ , were Hiro’s adv particularly strange way of coping. ↓￣￣adj￣￣↓

sub. conj.

i. The many robot fighting competitions, ​ which were illegal​ , were Hiro’s adv a particularly way of coping with his parents’ deaths.

Quiz #2 Match the Clauses 1. That the dog​ was hungry was evident once he was fed

a. independent

2. The food ​ that was served​ was terrible.

b. noun

3. I ate the food ​ that I very much needed​ .

c. adverb

4. All restaurants require their employees to wash their hands.

d. adjective

5. When lunch time finally arrived​ , everyone left classes quickly.

e. independent

Multiple Choice 1. A clause that can stand alone a. independent b. subordinate c. adjective d. none of the above 2. A form of subordinate clause

a. independent b. prepositional c. relative d. verbal 3. Which clause doesn’t start with a subordinate conjunction? a. noun b. adjective c. relative d. elliptical 4. Which is a clause that isn’t necessary to the meaning of the sentence? a. independent b. nonessential c. relative d. subordinate 5. Which clause modifies verbs, adjectives, and adverbs? a. relative b. essential c. elliptical d. adverb

Section 4: Sentences 1. Sentence Parts a. Subject:​ what (or whom) the sentence is about i. Complete: group of words that begin with a capital letter, have an end mark, a main clause and expresses a complete thought.

N

adv

V

N

1. Ron obviously developed a crush on Hermoine.

N

adv

V

N

1. Ron obviously developed a crush on Hermoine as their bond grew adj stronger.

i. Simple: ​ noun or pronoun that, when stripped of all the words that modify it adj

N

V

N

1. A magic ​ broomstick​ flew Harry into the sky. adj

N

adv

V

N

adj

V

1. A magic ​ broomstick​ speedily flew Harry into the blue sky to chase after Draco Malfoy. ii. Compound: ​ a simple subject consisting of more than one noun or pronoun adj N

N

adj N

1. A magic ​ wand​ , team ​ uniforms​ , and love ​ potions​ were often found at Hogwarts. adj

N

adj N

adj

1. All types of magic ​ wands​ , different team ​ uniforms​ and many love N

adv

potions​ were typically found at the Hogwarts school of magic. a. Predicate i. Simple: ​ is always the verb or verbs that link up with the subject N

V

N

adv

1. The ​ Dursleys bullied​ Harry enormously.

N

adv

V N adv

1. The​ Dursleys​ frequently ​ bullied​ Harry immensely, and treated him as if he were nothing but a bother to them. ii. Compound: ​ a predicate that includes more than one verb pertaining to the same subject.

N

V

V

1. Harry lives​ with his uncle and ​ turned​ 11.

N

V

adj

adv V

1. Harry lives​ with his abusive uncle and recently ​ turned​ 11 years old, which was the age he could go to Hogwarts.

2. Sentence Types a. Declarative: Used to make statements N

adv

V

i. The snitch quickly flew in the air​ .

N V adv

adj

i. The snitch flew quickly in the air during the many games of quidditch that were played​ . b. Interrogative: Used to ask a question N

adv V adj

i. Was​ Harry able to really win his first game of quidditch​ ?

N

adv

V

adj

i. Was​ Harry able to undeniably win his first game of quidditch by capturing the snitch​ ? b. Imperative: Used to give orders adj

N

adv

i. Use the magic wand correctly in order to have the wanted outcome. adj

V

adv

adv

i. Ue the magic wand correctly and effectively in order to have the desired outcome. b. Exclamatory: Used to make a statement with emotion adj adj N

V

i. During his first quidditch game Harry caught the snitch! adj adj

N

adv

V

i. During his first quidditch game he played, Harry quickly caught the snitch and won the game!

1. Sentence Patterns a. Simple: A sentence that is just one independent clause. i. The bride’s main goal in Kill Bill was to assassinate Bill. ii. The bride’s main goal in Kill Bill was to ruthlessly assassinate Bill along with his followers. b. Complex: A sentence with one independent clause and at least one dependent clause. i. The bride had to initially kill Vernita Green, in front of her child, then O­Ren Ishii.

ii. The bride had to initially kill Vernita Green while her daughter saw, then O­Ren Ishii and her skilled henchmen. c. Compound: A sentence with multiple independent clauses, but no dependent clauses. i. O­Ren Ishii witnessed the bride go through great difficulty to kill her henchmen, and she was kind of intimidated to fight her at all. ii. O­Ren Ishii witness the bride impressively go through great difficulty to kill her henchmen, and she was kind of intimidated to fight her at all because of how skilled she was. d. Complex/Compound: A sentence with multiple independent clauses and at least one dependent clause. i. When in the hospital, the bride quickly escaped, and she hid in the car. ii. When put in the hospital, the bride quickly escaped from the crazy man, and she then hid in the car. e. Loose Sentence: A sentence that contains an independent clause plus a subordinate construction (either a clause or phrase). i. The bride quickly decided to kill a group of people, after they ruined her wedding. ii. The bride strongly determined to kill a group of people, after hy ruined her wedding and injuring her gravely. f. Periodic Sentence: A sentence in which the independent clause is given at the end of the sentence in order to create interest or generate suspense. i. Despite the snowy weather and grave injuries, the bride still fought O­ Ren. ii. Despite the very snowy weather and life­threatening injuries, the bride still fought and killed O­ Ren. g. Balanced Sentence: A sentence where phrases or clauses parallel each other by virtue of their likeness of structure, meaning, or length. i. The bride has to kill people in the group, and then has to kill Bill. ii. The bride has to brutally kill people in the group, and then has to brutally kill Bill.

h. Parallel Structure: A sentence using the same pattern of words to show that two or more words or ideas are of equal importance and to help the reader comprehend what is being written. i. In Kill Bill, the bride escaped from the hospital, killed multiple people and survived at the end. ii. In the movie, Kill Bill, the main character (the bride) escaped from the hospital, killed multiple people, and survived at the end, i. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. i. It was important to have patience, stamina, skill in order to win. ii. It was important for the bride to have patience, stamina, skill in order to win the fight against O­ Ren. j. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. i. When making a movie, a good camera, and microphone, and a good set are all necessary. ii. When professionally making a movie, a good camera, and clear microphone, and a good set are all necessary to make it successful. k. Anaphora: A sentence that features the purposeful repetition of a word, words, or a phrase at the beginning of several successive clauses in order to place emphasis and draw attention. i. In the movie, Kill Bill, the bride wanted to kill Bill, kill the people who tried to kill her, and kill everyone who got in her way. ii. In the movie Kill Bill, the bride found it extremely necessary to kill Bill, kill the people who tried to kill her, and kill everyone who got in her way. l. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. i. On a movie set, the cameras need to be prepared, the actors need to be prepared, and the extras need to be prepared. ii. On a movie set, every one of the cameras must be prepares, the actors must really be prepared, and the extras need to be prepared.

2. Errors/Corrections a. Run­on/rambling:

i. The bride killed the strongest henchman in O­Ren’s gang and then went outside to fight O­Ren herself and did a great job in fighting her and then won by slicing the top of her head off. ii. The bride killed the strongest henchman in O­Ren’s gang, then went outside to fight her, which she did a great job of killing her. b. Fused: i. There were many people fighting the bride to keep O­Ren alive no matter the circumstances even if the circumstances involve giving up their lives. c. Fragment: i. At the hospital. ii. When at the hospital, the main character successfully escaped without any feeling in her legs. d. Misplaced modifier: i. In her suit, the yellow girl successfully defeated everyone. ii. In her yellow suit, the strong girl successfully defeated everyone she fought against. e. Double­negative: i. The henchmen didn’t want no trouble with their fearsome leader. ii. The henchmen didn’t want any sort of trouble with their fearsome and strong leader. f. Comma Splice: i. The man who created the sword hesitantly created another, he then sold it. ii. The man who skillfully created the swords hesitantly created another. He then sold it to the girl.

Paragraphs 1. Introductory Paragraphs a. Hook/lead­ Captures the attention of the reader at the beginning of the writing. i. Anecdotal (Brief story to set the mood and intro the topic) 1. A real estate agent is hired to sell their client’s house for the best price. If their client wants to keep their house for sale for an extra week, for an extra $100,000, the real estate agent would try to

convince the client not to. Although it may seem like the real estate agent is only doing what is best for the client (since the agent makes money corresponding to the clients), the agent is actually just trying to sell the house before he/she has to spend more money on advertising than he/she would made back. The agent really only has an incentive to make money for herself and not help the client. ii. Query Based (Question that brings the reader to the topic) 1. Does everyone have a hidden incentive for the jobs they do? b. Thesis statement­ Declares the writer’s stance on the topic i. Assertion (claim) 1. People actually do have incentives that motivate them for the things they do. ii. Fact (empirically verifiable) 1. Motivation is a reason one has for willingly doing something. iii. Opinion (personal position on a topic) 1. People who are motivated by incentives aren’t reliable. iv. Belief (social, religious, or political in nature ­ an opinion held by many to be a fact, though it is not necessarily) 1. The reason for people to do things is because they’re influenced by their peers. v. Generalization (uses absolute or statistical pronouns: all, always, every, etc.)

1. The only reason everyone does their job is because they all have incentives to do them. vi. Document based (cites a specific source and its position a topic) 1. In, ​ Freakonomics​ , Dubner and Levitt correctly claim that people use incentives that influence how they act.

vii. Theory (a statement that can be tested and potentially proven) 1. Incentives are used to motivate people to make their actions.

2. Body Paragraphs a. Topic sentence­ specifically indicated the topic of the paragraph and focus on one subject and area of evidence or support

i. There are multiple sources in this book that show the correlation of how incentives affect people’s actions. b. Sentences with examples i. Quotes 1. MLA Citation a. Dubner and Levitt state, “An incentive is a bullet, a key: an often tiny object with astonishing power to change a situation.” (Levitt) b. “An incentive is a bullet, a key: an often tiny object with astonishing power to change a situation” according to Dubner and Levitt. (Levitt) c. To many people, “An incentive is a bullet, a key: an often tiny object with astonishing power to change a situation,” according to Dubner and Levitt. (Levitt) d. To many people, “An incentive is a bullet, a key: an often tiny object with astonishing power to change a situation.”

(Levitt) e. To many people, “An incentive..(has the)...power to change a situation.” (Levitt) ii. Paraphrase (rewording of a quote into other words of the same length without quotation marks, but still citing the source) 1. Original Phrase: ​ “An incentive is a bullet, a key: an often tiny object with astonishing power to change a situation” (Levitt 2. An incentive is a small object that has the potential to differ an action. (Levitt) iii. Summary (condensing larger quotes or sections) 1. Original Quote: ​ “An incentive is a bullet, a key: an often tiny object with astonishing power to change a situation” (Levitt) 2. Incentives influence people. iv. Abstract examples (hypothetical, “what if” examples) 1. People wouldn’t really do anything without incentives. c. Closing sentences (must end the discussion of the topic within the paragraph with a transitional or culminating word and should echo the thesis of the essay)

i. Clearly, incentives affect the way people make their decisions a lot of the time.

3. Closing Paragraphs­ a conclusion paragraph a. Statement extending the thesis i. Incentives are the main motivation for people to do things, if one didn’t have an incentive to make money, they wouldn’t do their job. b. Final sentence i. Realistically though, why would anything get done if there wasn’t an incentive to do it?

Grammar Book Section 6 1. Types a. Persuasive (argumentative): Used to convince the reader about a certain idea.

When writing a persuasive essay, one must come up with a thesis statement that clearly states his/her position on the topic. The body paragraphs must state why the reader should agree with the writer, and the closing should state the negatives that come with disagree with the writer as well as firmly stating that the reader should agree with the writer. b. Expository (Informative): An essay that requires the writer to investigate an idea, evaluate evidence, and explain the topic. i. Definition or description: An essay that explains what a term or idea means. It must firmly state what the term or idea means, present clear and basic information, and use facts or examples that the reader will understand. ii. Process/how­to: An essay that explains how to do something, how something works, or how something happens. Must have an intro that explains the topic at hand, a body that explains the topic and how it was made, etc. iii. Compare and contrast: An essay that explains the similarities and difference of two topics. The essay must explain clearly what each topic is and how they are similar or different. iv. Cause and effect: Essays that explain why something happens, and then stating result of it. In the essay, the questions “why did this happen?” (cause) and “what happened because of this?” (effect) must be answered.

c. Analytical/Critical: This type of essay examines a certain topic or idea, in which a claim must be made and evidence must be provided to support the claim. i. Evaluative: An essay that is intended to judge something according to a set criteria. Evidence must be provided to support the judgment toward the topic. Generally the body paragraphs should focus independently on each of the criteria met or not met. ii. Interpretive: An essay that requires the writer to write about his/her understanding about a certain text. The essay should include a what the story is about and certain themes. d. Narrative (tells a story): A narrative essay tells a personal story about the author. i. Personal Anecdote: An anecdote is a story that helps support or introduce the topic at hand. An anecdote can be used to support evidence or to better inform. e. Research: An essay that studies a certain topic and provides facts to inform the reader on the topic. i. MLA Format: MLA format is a format for research papers that include a legible 12 point font, pages numbered at the top right, paragraphs indented ½ inch from the left margin, and double­spaced. ii. APA Format: APA format requires one to have a title in the upper left corner on every page, a title page, legible font, double spaced, and a page number on the top right hand corner. f. Timed: An essay that is supposed to answer a prompt or question within a certain time period. i. Document Based Question (DBQ): An essay that is supposed to answer a question asked based on a document. Should use evidence from document given and own knowledge about the topic. ii. Prompt Based: An essay based on a certain topic or issue. The essay should respond to the prompt and be based around it. Should show analysis of the topic and have evidence toward it.

2. Strategies/Planning Tips/Steps a. Pre­writing/Prompt Analysis/Outlining: In the introduction, the first sentence should grab the attention of the reader, and there should be a one­sentence thesis statement. In the body there should be 3

main ideas and a couple of supporting pieces of evidence for the idea. The conclusion should restate your thesis and have an insightful sentence to end the essay. a. Research/Evaluation of Sources 2. Work Cited Page a. MLA Format: Begin the Works Cited page on a separate page at the end of your research paper and have one­inch margins and last name, as well as a page number header. The citations must be double spaced, and the page numbers of the sources when needed. b. APA Format APA (American Psychological Association) style is used to cite sources within the social sciences. Citations must be provided in­text, as well as endnotes/footnotes.

2. Interpretive iv. ​ Narrative​ (Tells a story) 1. Personal Anecdote A piece of the writer's humanity for the reader to react to and reflect upon. Using personal anecdotes within an essay is a creative way to draw your audience's attention. v. ​ Research 1. MLA Format MLA (Modern Language Association) style Begin your Works Cited page on a separate page at the end of your research paper. Must have one­inch margins and have last name of author along with page number. Must be numbered along with the other pages. All citations must be double spaced.

2. APA Format APA (American Psychological Association) style is used to cite sources within the social sciences. The citations must be in­text, and have endnotes/ footnotes. Must be double spaced, have author’s name, the date, the title chapter, and page number when referencing something.

Grammar Book Section 7 Capitalization 1. Rule 1: Capitalize the first word, the last word, and all important words in a title. a. The movie, “Requiem for a Dream,” is an extremely depressing film.

2. Rule 2: Capitalize Mother, Dad, and other titles when they serve as a replacement for the person’s name a. Mother, in this story was extremely obsessed with losing weight so she can be on TV. 3. Rule 3: Capitalize the name of organizations.

4. Rue 4: Capitalize names of day, month, holidays, and special days. a. In August, Sarah (the mother) started taking “diet pills,” which turned out to be speed.

5. Rule 5: Capitalize a proper adjective but not the noun it modifies unless the nouns is part of a title. a. The mother wanted to be on an American TV show so she could kindly make her son noticed.

6. Rule 6: Capitalize brand names but not the product(s). a. Sara ate many foods that did not seem to be FDA approved because she lived a very unhealthy lifestyle.

7. Rule 7: Capitalize business names. a. Sara really wanted to appear on Juice.

8. Rule 8: Capitalize names. a. Sara unfortunately wasn’t aware of the harmful effects of the pills she was taking.

9. Rule 9: Capitalize names of particular geographic places. a. Sara wanted to appear on the TV show in Los Angeles.

10. Rule 10: Capitalize historical events, periods of time, and historical documents. a. Sara seemed to have been born more than 2 Decades ago.

11. Rule 11: Capitalize languages. a. The people in the movie fluently spoke English with a New York accent.

12. Rule 12: Capitalize specific names of structures.

13. Rule 13: Capitalize names, initials, and titles appearing with names. a. Sara wanted to lose weight so she could fit into a red dress she wanted to wear on the TV show called JUICE.

14. Rule 14: Capitalize the first letter of the first word in a sentence. a. In the end of the movie, “Requiem for a Dream,” Sara was given electric shock therapy.

15. Rule 15: Capitalize the pronoun I. a. After watching the movie, I felt extremely empty and depressed inside.

16. Rule 16: Capitalize the first letter of the first word in a direct quotation. a. One of the saddest quotes in the movie was, “Soon, millions of people will see me and they’ll all like me.”

17. Rule 17: Capitalize government bodies and departments. a. Harry tried not to get in trouble with the NYPD because of his regular drug use.

18. Rule 18: Capitalize races and ethnic groups. a. The main characters in the movie were Caucasians from New York.

19. Rule 19: Capitalize the first letter only in most hyphenated words that being a sentence. a. Harry seemed to only be about Twenty­five years old.

20. Rule 20: Capitalize a specific, well­known area or event. a. They all lived in the busy state of, New York, and had a heavy New York accent.

21. Rule 21: Capitalize when used in direct address. a. Sara said to her son, “Harry, I’m going to be a star,” when she had hopes of being on TV. 22. Rule 22: Capitalize religions, religious denominations, religious documents, names of churches, and names of a supreme being. a. I believe Sara was Christian since that is the main religion for most white New Yorkers.

23. Rule 23: Capitalize the first word of a sentence following a colon. a. There was only thing the people of the hospital had to do: Give Sara electric shock system.

24. Rule 24: Capitalize initials, initialisms, and acronyms. a. The drugs they were on were similar to LSD because of the hallucinations.

25. Rule 25: Capitalize names of the planets. a. The drugs made the characters feel like they were on Jupiter.

Punctuation 1. [ ]: Brackets are used to add information to a sentence without changing the meaning of the sentence.

a. The doctor prescribed [colorful] pills to Sara so she could lose weight.

2. ( ): Parentheses are used to allow a writer to provide additional information. a. Harry (Sara’s son), frequently used drugs and committed small crimes to pay for them.

3. . : Periods are used to end a declarative sentence. a. Harry was very concerned for his mom’s well being.

4. , : Commas separate the structural elements of sentences into manageable segments. a. Sara got called to be on a TV show, and immediately tried on her favorite red dress.

5. ­ : Hyphens are used to join two words or parts of words together. a. Sara was looking for an easy and low­budget way to lose weight.

6. – : Dashes are used to indicate added emphasis, an interruption, or an abrupt change of thought. a. b.

7. : ­ Colons are used before a list or an explanation that is preceded by a clause that can stand by itself. a. There was only thing the people of the hospital had to do: Give Sara electric shock system.

8. ; : Semicolons are used to join two or more ideas in a sentence. a. Sara started taking a pill prescribed by her doctor; she hoped to lose weight because of it.

9. ? : Question marks are used to end interrogative sentences. a. Why did Sara find it so important to fit into that one particular dress?

10. ! : Exclamation points are used to end exclamatory sentences. a. Sara was hallucinating and saw her TV come to life!

11. ‘ : Apostrophes are used to show that certain letters in a contraction are missing, and to indicate ownership. a. Sara’s red dress was important to her because it was important to her late husband.

12. “ : Quotation marks are used to set off material that represents quoted or spoken language.

a. Sara said to her son, “Harry, I’m going to be a star,” when she had hopes of being on TV. 13. … : An ellipsis is used to indicate an omission. a. SIn the end no one wanted to know what happened to Harry...

Commonly Confused Words 1. Who/Whom: a. Who: Who is always subject to a verb. i. Who was the doctor that prescribed the pills to Sara? b. Whom: Whom is always working as an object in a sentence. i. Whom 2. Their/There/They’re: a. Their is used to indicate possession. i. The drugs around Harry’s and his girlfriend’s place were theirs. b. There is used to indicate location. i. There was no way the pills were helping Sara out. c. They’re is a conjunction of they and are. i. They’re too addicted to the drugs to suddenly stop taking them 3. Lie/Lay: a. Lie means “to rest.” i. Sara had to lie down after hallucinating because of the drugs. b. Lay means “to put or place.” i. Although it was nice to lay the dress down, Sara didn’t like wearing it.

4. Lain/Laid: a. Lain is the past participle of lie. i. She previously lain herself to rest because of her exercise. b. Laid is the past participle of lay. i. She laid her clothes out in front of her to see which outfit she likes best.

5. Affect/Effect: a. To affect something is to change or influence it. i. When the pills didn’t immediately affect Sara’s weight, she took more. b. An effect is something that happens due to a cause i. The effect the pills did have on her eventually were terrible.

6. Accept/Except:

a. To accept something is to receive something. i. Sara refused to accept that the pills she was taking were bad. b. Except means to exclude. i. Harry had no problem with drugs, except when it came to his mother unknowingly take them.

7. C/W/Should have vs C/W/Should of: a. Should have is grammatically correct while should of isn’t. i. Sara should have tried to lose weight naturally. ii. Sara should of tried to lose weight naturally.

8. Loath/Loathe: a. Loath means to be unwilling or reluctant. i. Sara did not loath to take the diet pills, for she really wanted to lose weight quickly. b. Loathe means to dislike greatly. i. The pawn shop owner loathed Harry because he took advantage of his mother.

9. Infer/Imply: a. To imply is to suggest something indirectly. i. Harry implied to his mother that she could possibly be taking harmful drugs. b. To infer is to figure out. i. Sara never really inferred that her son was a drug dealer and regularly took harmful drugs.

10. Weary/Wary: a. Wary is to be on guard against something. i. Sara was not wary against the “diet pills” because they were prescribed to her by her doctor. b. Weary is to be mentally/physically pained or fatigued. i. After taking the pills for a certain amount of time, Sara felt weary and “out­of­it.”

11. Proceed/Precede: a. Proceed means to continue with something.

i. Even after being warned by Harry that the drugs can be harmful, Sara proceeded to take them regularly. b. Precede means to come before. i. Preceding Sara being called to be on a TV show, she was a “TV junkie.”

12. Discrete/Discreet: a. Discreet describes someone or something that is appropriately quiet. i. Sara didn’t feel the need to be discreet about her diet pills because she didn’t think there was something to be quiet about. b. Discrete means separate or divided. i. Sara’s and Harry’s lives were completely discrete.

13. Conscience/Conscious: a. A conscience is a built­in sense of what's right and what's wrong. i. Sara’s conscience told her it wasn’t okay to take pills as a diet pill. b. Conscious is an adjective that simply means alert and awake. i. Sara wasn’t totally conscious about her decisions after taking the pills for a while.

14. Can/May a. Can is used to denote physical or mental ability. i. Sara doesn’t think she can lose weight without the help of some sort of supplement. b. May is used to denote possibility or permission. i. Sarah asked the doctor if he may be able to prescribe her supplements to lose weight.

15. Your/You’re a. Your shows possession. i. The contraband didn’t seem to be yours. b. You’re is a contraction of you and are. i. Everyone said to Sara, “You’re crazy.”

16. Loose/Lose a. Loose means to be too big. i. Sara would rather have the red dress be loose than tight. b. Lose means to misplace something. i. Sara desperately wanted to lose weight as soon as possible.

Quiz #3

Choose the correct word 1. The sweater was obviously too (lose/loose) on the small girl.

2. She was too socially nervous to (accept/except) her friend’s invitation to a party.

3. The kids were too lazy to get (they’re/their) ball back from over (there/their).

4. The girl wanted to (proceed/precede) with her day, simply so it could be over with.

5. (May/can) I go to the mall after school with my friends?

True or False 1. Brackets are used to allow a writer to provide additional information. ___ 2. Periods are used to end a declarative sentence. ___ 3. Quotation marks set off material that represents quoted or spoken language. ____ 4. Commas separate the structural elements of sentences into manageable segments. ___ 5. Colons are used to join two or more ideas in a sentence. ___

G​ lossary

Adjectives ­ modify or affect the meaning of nouns and pronouns and tell us which, whose, what kind, and how many about the nouns or pronouns they modify

Adverbs ­ modify verbs, adjectives, and other adverbs. They tell how (manner), when (time), where (place), how much (degree), and why (cause).

Complex sentence ­ a sentence made up of an independent clause and a dependent clause.

Elliptical clauses ­ an adverb clause that uses than and as to introduce the clause. That means they have some of their parts understood but not stated.

Independent clause ­ a clause that can stand alone as a sentence.

Interjection ­ a word or word group that shows feeling. A comma follows a mild interjection; a strong interjection is followed by an exclamation mark. Interjections do not fit grammatically with the rest of the sentence.

Noun ­ a word that names a person, place, or thing.

Phrase ­ a group of words used as a sentence part. It does not have a subject and a verb. It can be a noun, adjective, or adverb. Some common phrases are prepositional, gerund, participial, and infinitive.

Preposition ­ a word that begins a prepositional phrase and shows the relationship between its object and another word in the sentence.

Pronoun ­ a word that replaces a noun, or a group of words used as nouns.

Sentence ­ a group of words expressing a complete thought, and it must have a subject and a verb

Subject ­ a word that tells who or what about the verb.

Subordinate conjunctions­ join dependent clauses to independent clauses.

Works Cited

Bladon, Rachel, Nicole Irving, and Victoria Parker. Improve Your English. Tulsa, OK: Edc Pub., 1997. Print.

Thurman, Susan, and Larry Shea. The Only Grammar Book You'll Ever Need: A One­stop Source for Every Writing Assignment. Avon, MA: Adams Media, 2003. Print.

Quirk, Randolph, et al. A Comprehensive Grammar of the English Language. London: Longman, 1985. Print.

http://grammar.yourdictionary.com/

http://englishgrammar101.com/

Dedication I dedicate this book to my english teacher, Mr. Rodriguez because if it wasn't for him this wouldn't exist. I would also like to dedicate this book to my mom, who took me to get this book binded last minute, without making a big deal out of it. Finally, I'd like to thank my friends who went through this project with me and helped me whenever I needed it.